EAB6769 Spring 2001
Skinner's Theory:
Coontigencies of
Reinforcement
SYLLABUS
Jon S. Bailey, PhD
Department of Psychology
Florida State University
Room 107
bailey@psy.fsu.edu
Skinner Theory: Contingencies of Reinforcement
EAB 6769
Course Objectives
This course prepares students in the fundamental theories underlying BF Skinner’s approach to
behaviorism. It is his theories that have brought about revolutionary changes in the way we look at
human behavior and that have resulted in some of the most effective educational, rehabilitative,
and therapeutic treatments of the last century. Understanding the assumptions behind the theory
and the details of the critical elements of his notion of contingencies of reinforcement will help the
student track the developments that have lead to current practices.
Students will read, discuss, debate and write papers on three of Skinner’s most important
theoretical works, Walden Two, Contingencies of Reinforcement, and Beyond Freedom and
Dignity The latter two books are out of print. If you are not able to find them through the internet I
will make arrangements for you to get copies through Target Copy.
Evaluation
The class will consist primarily of discussion and debate of Skinner’s theoretical positions on
various issues. I will lead and guide the discussion but students are expected to carry the bulk of
the class with their interpretations and presentations. Since the material is often dense an extensive
and detailed set of study questions has been created to help you develop a framework for Skinner’s
theory. It is expected that you will prepare for class by writing out the answers to the questions and
come to class prepared to discuss and debate the details with your classmates. We will start each
class with a brief essay exam that will be taken from the study objectives. Following that we will
discuss and debate the issues. At the completion of each of Skinner’s works students Will submit a
paper (no more than 10 pages including references) and present it in class. Weighting of these
requirements for grading purposes will be as follows:
Weekly Essay Exams=50%
Class participation=1 0%
Term Papers=40%
Absenteeism
Class attendance and active participation are essential for this class. Sixty percent of the final grade
is dependent directly or indirectly on regular attendance (10 Weekly Essay Exams=50%; Class
participation=1 0%;). A point system will be in place which will match the requirements described
above. Unexcused absences will lower the student’s grade by 3.1 % each.
Term Paper Requirements
The intent of requiring you to write term papers on Skinner’s theory is to give you practice
integrating the lecture, class discussion, and extra reading material. Each term paper (there will be
three, one on each of the texts assigned) should have a "thesis" i.e. some central paint that you
want to make. You may wish to elaborate on a specific aspect of behavioral theory or review the
research related to it. Each paper should be no greater than 10 pages, double spaced, and prepared
according to APA style. Students are required to present their paper in class in order to receive
credit for it.
ADA Policy
Students with disabilities needing academic accommodations should:
1. Register with and provide documentation to the Student Disability Resource Center
bailey@psy.fsu.edu
(SDRC);
2. Bring a letter to the instructor from the SDRC indicating you need academic
accommodations. This should be done within the first week of class. This syllabus and other class
materials are available in alternative format upon request.
Academic Honor System
“The Academic Honor System of The Florida State University is based on the premise that each
student has the responsibility to: 1) Uphold the highest standards of academic integrity in the
student’s own work, 2) refuse to tolerate violations of academic integrity in the academic
community, and 3) Foster a high sense of integrity and social responsibility on the part of the
University community.” (1 996-97 FSU General Bulletin, pg. 65).
Students are responsible for understanding the “Violations of the Academic Honor Code”
described on p.65 of the aforementioned FSU General Bulletin.
Text, Time and Location, Office Hours
The major texts for the course will be original works by B.F. Skinner. We will first read Walden
Two to be followed by Contingencies of Reinforcement and finally by Beyond Freedom and
Dignity.
The class will meet on Mondays 6:00-8:30 p.m. ET and will be broadcast via ITV to the Panama
City Campus. I will have office hours posted on my outer office door. You may reach me at the
email address listed on the cover or at this number: 850 877-6623.
Some References You May Find Useful
Bjork, D.W. [1993]. BF Skinner: A life. New York: Basic Books.
Nye, R.D. [1979]. What is BF Skinner Really Saying? Englewood Cliffs, NJ: Prentice-Hall.
Wiener, D.N. [1996]. BF Skinner: Benign anarchist. Needham Heights, NJ: Allyn & Bacon.
Zuriff, G.E. [1985]. Behaviorism: A conceptual reconstruction. New York: Columbia University
Press.
The Complete Reference to Skinner’s Work
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The school of the future. In B. F. Skinner, Recent issues in the analysis of behavior. Columbus,
OH: Merrill, 1989, pp. 85-96.
Can psychology be a science of mind? American Psychologist, 1990, 45, 1206-10. The nonpunitive society. Japanese Journal of Behavior Analysis, 1990, 5, 98-106.
To know the future. The Behavior Analyst, 1990, 13, 103-106. (published concurrently in C.
Fadiman [Ed.], Living philosophies: The reflections of some eminent men and women of our
time. New York:
Doubleday, 1990, pp. 193-99)
A world of our own. Behaviorology, 1993,1, 3-5.
bailey@psy.fsu.edu
Learning Objectives
Walden Two
1.
2.
3.
4.
5.
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32.
33.
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35.
36.
Be able to describe who the major characters are and who they represent.
Why the example about the sheep enclosure? What was the really effective controller here?
Why the attention to control of climate?
What is the analysis of “dress” that is put forward?
What function did the birthday party serve? For W.T. and the reader?
Why the “I thought I saw a tear on his cheek?” remark? 39
Notice the critique of the lecture method (42). This is 20 years ahead of Keller’s PSl
system.
The example of organizing W.T. to prevent crowds is one possible example of Skinner’s
own value judgments creeping in. Can you spot others? In your list be prepared to tell
whether there is really any data on each of them.
The analysis of the baker’s job (47) is a curious one. Be prepared to explain what this
shows.
Is there anything similar to the “labor credit” system (51) in our culture? What are the
advantages of such a system? The disadvantages?
For your own sake, make a chart of the way the 20-hr week is made possible.
Does Skinner appear ahead of his time in his concern for the equality of the sexes? Give
examples
What does “we avoid the goat and the loom” refer to? 75
Keep a list of ways in which W.T. is dependent upon the outside culture. e.g.77
Do you agree with the analysis of entertainment on p 85-87?
What about his analysis of artistic creativity? 88
What does the term “culture” mean (89) in the sentence, “What you need is a culture.”?
Why does Skinner keep referring to the Golden Age? 91
In what ways does the education system resemble a “free school”? Give examples. 95
What function do “politicians” serve in our culture? Why are they unnecessary in W.T.?
Note the reference to religious influences (1 (106) you may want to note future references.
What was “ethical” training in W.T.? 107
Does Skinner’s analysis on 123 go against the trend in classroom management? Explain.
To what does “all differences are physical” refer? 127
Describe the “family” in W.T. How was this engineered? How was it determined that
having separate rooms was most desirable?
What does Burns’ statement that Roger had “lollipop trouble” mean? I.e. what is his
analysis of Roger’s problem? 153
What does Frazier see as the key to survival of a culture? 157
What does the “Good Life” consist of according to Frazier? 1 59ff Do you agree? Would
you make any additions to the list? Any subtractions?
What is Frazier’s “experimental justification”? 161 What is he talking about?
What is the primary goal of W.T.? 161
What was the goal of the “Rules of Conduct”?
How was the “Bore Rule” introduced? What behavior principles were involved? Were there
any that could have been used that weren’t?
The description of the “backbone of the community” is quite interesting (167). In what
respect?
What does “there must be some other source of satisfaction in one’s work or play” refer to?
169
Expressions of gratitude have been eliminated in W.T. Why? Is there a data base for the
decision or is it a matter of philosophy?
How is an unsatisfactory work performance dealt with in W.T.? Several mechanisms make
bailey@psy.fsu.edu
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
51.
52.
53.
54.
this possible; what are they? How would you incorporate the findings of OBM/PM into
this?
Contrast the view of ethics from Castle’s and Frazier’s point of view 174-175.
Frazier argues that experimental control is not necessary to convince him that his
procedures are effective. Why? 175-176
Note that, “Frazier seldom said ‘and so forth’” (176) but Skinner uses this
expression quite often in his speeches.
Paraphrase the paragraph beginning, “my dear fellow” 177.
What is Frazier’s view of politics? 193-198. How was W.T. related to local government?
What about religion in W.T.?
The economic position that is taken on 206 seems like strong stuff. Does it appear accurate
to you?
Propaganda is unnecessary, in fact not allowed, at W.T. Why?
Why is Frazier anti-hero? 235-241
Having Frazier be personally slovenly in his housekeeping is an interesting touch. Why do
you suppose Skinner added this?
What point is made on 249-250?
The argument on 256-60 is a key to the control issue. State the argument and Frazier’s
rebuttal.
Do you agree with Frazier’s analysis of the problems of a democracy? 265-67
What does, “man is determined by the state” (273) mean?
What was wrong with the Russian revolution? 275ff
What was Frazier’s key motivation in creating W.T.? 288-289. See also the top of 292.
Why the god-like reference? 295-300
The ending has a nice twist to it. What is it and why?
Note: The “cohousing” movement appears to be a modern reincarnation of Walden Two
principles see: www.cohousing.org/ for a web site on this
Contingencies of Reinforcement: A theoretical analysis
Preface p.vii-xii
A.
List the ways in which “theory” can be defined. Does Skinner consider himself a
theoretician? For what particular reason is he considered atheoretical?
B.
The observation on the bottom of ix and top of x seem particularly relevant.
C.
Why is the hypothetico-deductive method irrelevant in the study of behavior?
Chapter 1: The role of the environment
1.
Skinner is critical of the terms “cue”, “drive” and “release”. Why? 3-5
2.
What is wrong with a Stimulus-Response account of behavior? 5
3.
Thorndike’s experiment with the cat in the box had many advantages. What points did the
experiment clarify? 6
4.
Define “contingencies of reinforcement” 7
5.
How is “attention” analyzed behaviorally? 8. What about a failure to attend to a
conspicuous stimulus?
6.
The description on 9 of the observer trying to explain the behavior of a pigeon in an
experimental chamber may be directly analogous to human behavior as seen by an
untrained layman. Explain the similarity
7.
The contingencies of reinforcement are expected to replace what? 10 Why?
8.
How are sentences generated? Explain. 12
9.
Explain the sentence beginning, “It is not enough to say...”, 12 bottom. What is missing in
structuralism according to Skinner?
10.
How is “culture” defined? 13 Compare this with his use of the term in W.T. 89 Is his
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11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
position the same?
Note that “behavioralism” is not the same as “behaviorism”. 13 What distinction is there to
be made here?
What is “teaching” according to Skinner? Explain.
Do you agree with the sentence on 1.5 beginning, “Simple permissiveness is not...”? Does
the research on classroom management and token economies support his position?
Psychotherapy has not emphasized what? Explain. 16
How does Skinner analyze the behavior of a worker on Monday morning? Note that he
does not refer to the weekly salary as an Fl schedule. Why not? 18. How does the work
behavior of the employee differ from the craftsman? Why?
Explain the sentence beginning, “Somewhat better contingencies...” 18-19
Skinner obviously favors the use of ratio schedules and incentive wages. Why is his
position not likely to be accepted in the foreseeable future?
How is “political action” defined? How does Skinner characterize the method by which
decisions are currently made? What does he many by, “This is dangerous psychologizing”?
20
Look at the definition under notes #14-18, p.25. These are key terms in Skinner’s Verbal
Behavior.Chapter 2: Utopia as an experimental culture
What do sub homine, sub deo, and sub lege mean? Look them up.
What is missing from previous utopias, according to Skinner?
Look at the paragraph on 36 beginning, “The Good things in life...” and continuing through
37. Is there data on this point or is it Skinner’s interpretation?
“The significant fact is that they seldom mention what they are to do to get them.” is a key
sentence 37. What does it mean?
What is the “function” of “culture”? 38. Look also at 4].
How does Skinner answer the critic who says he would not “like” to live in a world
designed by someone else?
Note the definition of dignity on 43. Does the match with you usage of the term?
What special contingency exists in a democracy?
What happens when design produces a change in behavior? 44
When can “admiration” be dropped? 45
What are the “obvious economic contingencies” Skinner refers to at the bottom of 47? How
could these be applied to, say, improvement government or education?
Note the definition of “freedom” 48. Why is the literature of freedom n longer necessary
and in fact counter-productive? Note the original title of the book--footnote #2, 49.
Chapter 3: The environmental solution
32.
What is Skinner’s account of why men (and women) tend to overeat, overpopulate the
world and destroy each other?
33.
What are the traditional solutions?
34.
Analyze the sentence beginning, “In order for early man...”
35.
Skinner’s solution (the 4th solution) is complex and he never is very explicit Chapter
stating what he would do. See if you can find or deduce specific solutions for the problems
mentioned in #32 above. For example on 61 he suggests we can prevent many problems by
“breaking up the programs through which infrequent reinforcement comes to sustain large
quantities of behavior.” How would you go about doing that in a practical fashion?
36.
Based on his suggestions on the rest of 61 how would you, for example, induce soldiers not
to fight? Is this a case of simple naiveté on his part?
37.
Do you agree with his behavioral analysis of marriage? 62
38.
His solution (p.63) sound a little like the Premack Principle. How exactly would this work?
39.
What are the “most powerful forces” Skinner refers to on 63?
40.
What issue is raised in the paragraph on 65 beginning, “Comfort...”?
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41.
42.
“A reduction in aversive practices in education, for example, has proved to be the first step
toward the discovery of effective alternates.” 65 Translate and analyze.
What are some by-products of increased leisure according to Skinner? 6771. Do you agree? Do we see these in contemporary culture?
Chapter 4: The experimental analysis of behavior
43.
What is an essential prerequisite to using rate as a concept? How is this most easily done?
44.
Elsewhere (Honig, 1966 p. 16) Skinner has said, “Eventually, however the prediction and
control of behavior call for an evaluation of the probability that a response will be emitted.
the study of rate is a step in that direction.” This may be what he is referring to as his
“natural datum” 75. In that light, what is wrong with latency, reaction time, amount
remembered, etc? Do you agree?
45.
Why is Skinner critical of saying that an organism, “discriminates”? 76
46.
What is wrong with the terms, “detect”, “identify~~, “perceive”, etc? 78
47.
What is the difference between “hunger” and “x hours of deprivation”? What about
“anxiety” vs. “preaversive stimuli”? 79
48.
What point is Skinner making in the paragraph beginning, “Describing a set...” ?80.
Discuss the term “programming” in you answer.
49.
Is it possible to have prediction without probabilily?
50.
What point is made with Freud’s neurological model of behavior? 83-84
51.
What does, “He is faced with the full range of phenomena he studies.” refer to? Explain. 85
52.
What does, “...the nonsensical character of a list of syllables is not a physical property.”
mean? 86 What is it identify of?
53.
What is the difference between, “...the response It is raining written in the presence of
appropriate stimuli and the same pattern produced by rearranging words on slips of paper.”
90 This requires careful thinking.
54.
What is the relationship between “probability” and strength” of a response? What are some
measures of strength? 91-92
55.
Analyze the paragraph beginning, “Terminology is another...” 103-104
Chapter 5: Operant behavior
56.
What is teleology? (Look it up to be sure.) What is the teleological problem? 105
57.
When reinforcement occurs the response, “is not altered” 106. What does this mean? What
is altered?
58.
How did Thorndike’s Law of Effect have an impact similar to Darwin’s natural selection?
106
59.
Something about the characteristics of experimental apparatus prior to the Skinner box
contributed to the notion of “purpose”. What was it?
60.
The “connection need not be functional or organic” means what? 108
61.
Note the distinction between, “reward” and “reinforcement” 109. Why did Skinner need to
invent the latter term?
62
How would you rephrase the sentence, “The pigeon was reinforced for pecking the key.” to
eliminate the purposive overtones?
63.
The use of rate as a datum has many positive side effects. What are they?
110-111
64.
What do statistical techniques do? 112. Why is this undesirable?
65.
How does Skinner account for the zeal of many operant conditioners?
66.
What is the crux of the paragraph beginning, “Descriptions of contingencies...” 115?
67.
Why does Skinner object to “instructions” as a substitute for shaping by natural
contingencies? 115-116
68.
How is probability determined? 118
69.
What is “negative utility”? How is it explained? 119
bailey@psy.fsu.edu
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
Translate the sentence beginning, “In summary...” 119.
What is a change over delay used for? 120
What maintains a player’s reading of books of strategy in chess, for example? 122-123.
How is this an example of rule following behavior?
Why does society codify its legal, ethical and religious practices?
Why does Skinner argue that the behavior of one who is following a rule is different from
someone who has been shaped to engage in the behavior?
124. Give two reasons.
A good golfer may not be able to teach someone else how to play the game--how is this an
example of his statement, “Nothing which could...”?124
What does purpose leave out in this account of behavior? 125
Skinner seems to deal with “consciousness” on 126. How? What are “self constructed
rules”?
Note the behavioral analysis of several common terms on 127. How does Skinner do this?
Why is “washing one’s hands” an operant but, “allowing water to pass over one’s hands” is
not? 130
Chapter 6: An operant analysis of problem solving
80.
Why does Skinner object to the phrase, “trial and error”? 134-135 Be sure to discuss his
critique of learning curves.
81.
What is precurrent behavior? Give an example. 137 Why is constructing an S D
(discriminative stimulus) an example of precurrent behavior?
82.
What does “running comment” refer to? Why is this an important part of a culture? 142-143
83.
What is the essence of the paragraph on 144 beginning, “when prescriptions for action...”.
What is Skinner referring to in his comment on “permanent though unnecessary features
resulting from coincidental contingencies?
84.
How are catching a fly ball and catching a satellite different? 46-147
85.
Discuss contingence-shaped vs. rule governed behavior. Why is “expectancy” a problem?
146-147
86.
How does Skinner explain why men follow rules? What conditions must be taken into
account? 147-149
87.
Skinner (147) says that one difference between rule-governed and contingency shaped
behavior is “motivational”. What does this mean?
147-1 49
88.
Note the statement of the three parts of a contingency on 150. We may assume that if two
behaviors were the same and the two antecedent stimuli were the same but the
consequences were different that the
contingencies would be said to be different. What are other possibilities?
89.
What is “purposive” behavior according to Skinner? 156
90.
What is the difference between assessing the strength of one response over another vs. their
relative probabilities? 154
91.
Explain the transition from injunction to a description of contingencies (i.e. from mands to
tacts) 158
92.
How is “awareness” taught? 159
93.
Note that Skinner does not appear uncomfortable with the term “recall” although he avoids
using “memory”. Why? 163
94.
What is the relation between “luck” and “superstitious” behavior? 164
95.
Why are coin flipping or decision-making systems used? 165
96.
What happens when person is asked to explain his/her own behavior? How can it go
wrong? 165
97.
Feeling take a back seat to objective knowledge with Skinner. Why? 167 Would it be
inappropriate to say that feelings are important in understanding behavior?
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98.
Contingency-shaped behavior has character. What does this refer to? 167
Chapter 7: The phylogeny and ontogeny of behavior
99.
Paraphrase the paragraph beginning, “But what does it mean...” 173
100. What does “ontogeny” mean? 174 What about “phylogeny”?
101. What is the difference between a reflex and an instinct? 175
102. How is the concept of an undifferentiated repertoire criticalto both phylogenic and
ontogenic contingencies? 175-176
103. Why is it reasonable to believe that intermediate advantages were responsible for the
selection of certain characteristics? e.g. the electric eel;
177. The sentence on 177 beginning, “Many of the complex...” is a concise
statement of the position.
104. What is the phylogenic parallel of superstitious behavior? 177-178
105. Paraphrase the paragraph beginning, “The contingencies responsible...”
180-1 81
106. What is the critical problem in determining what phylogenic contingencies were
responsible for an “instinctive behavior? 181
107. How are “habit” and “instinct” related? 181. Habit is to operant as instinct is to...?
108. How does Skinner explain the ethologists use of terms like “disposition”, “inner state”,
“paying attention”, etc. 182-183.
109. Explain Skinner’s position on intelligence. 183. The term “susceptibility to ontogenic
contingencies” seems to be a key point.
110. What is the purpose of the re-analysis of the “purely instinctive” behavior of the African
honey guide? 184-186
111. Why does it make any difference whether a behavior is inherited or learned? 189
112. How are a spider spinning a web and a man fishing similar? How are they different? 193.
What does “the order is temporal” mean?
113. What is the point of the paragraph beginning, “The concept of purpose...”? 193
114. Imitation could be the result of phylogenic or ontogenic contingencies depending on the
species and the circumstances. What are the three Skinner describes? 194-195
115. How could the stalking pattern of felines have developed ontogenically? Explain how it
become an inherited pattern. 204-205
116. What is the distinction between the inheritance of behavior and the inheritance of a capacity
to be reinforced? 206. Explain and give examples.
117. Why is food a reinforcer? 208
118. What does the term “redundant mechanism” refer to? 207-208. Give some examples.
119. What nonaggressive behavior is reinforced by those who attend violent sports? 210
120. What are the two types of aggression that Skinner eventually describes?
212
1 21. Why is suicide not just a phylogenic mutation? 214-215
1 22. Summarize the environmental solution to aggression. 216. Is this plausible? Can you think
of other behavioral solutions?
123. Note 7.5 on 217 summarizes nicely the concept of phylogenic programming. How is this
superior to the concept of “instinct” in explaining complex migratory behavior? Can you
imagine a program that would result in birds flying south in the winter?
Chapter 8: Behaviorism at fifty
1 24. The description of the homunculus on on 222 is just the kind of Type 1 theorizing (Preface
p.vii) that Skinner is so opposed to. Can you see why?
125. What is the major point of radical behaviorism? 222-223
126. On what major issue do Freud and Skinner agree? 225
126. How does Skinner argue that man knows his private experiences through shaping by a
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verbal community? 228-229.
127. “Awareness” is a social product. Paraphrase and explain. 229
128. Explain the problems a verbal community has teaching “embarrassment” that it does not
have in teaching “red”. 230. This automatically relegates “feelings” to a lower status in
radical behaviorist. Why?
129. Define “seeing” and “seeing that we are seeing”. 232-235. How does this replace the
concept of conscious content?
130. In what way may deprivation affect “seeing”? 233
131. Explain, “seeing does not imply something seen.” 234
132.. How does Skinner explain “expectation”, “hope”, “observe”, “feel”, etc.
237
133. Make a schematic drawing comparing an experimental analysis to the way station
approach. 236. Explain why the latter includes an unnecessary step.
134. Why is Skinner opposed to mental states as causes of actions? 239-240. Give some
common examples.
135. Why is “anxiety” unsatisfactory as an explanation for some behavior? 240
136. How would Skinner view the research on the effects of awareness on verbal conditioning?
241. Why? See also 244-246.
137. A behaviorist has no trouble explaining the unconscious. it is the conscious that is a little
difficult. Explain this apparent paradox.
138. What are the precurrent behaviors to “seeing” and how are they reinforced? What is the
difference between “looking” and “seeing”?
139. What is the relationship between seeing and idolatry? 253.
140. How are feelings learned? 255
141. How can a statement like, “I feel hungry.” be interpreted behaviorally? 256
142. Skinner suggests that feelings accompany but do not cause behavior. Explain. 257
143. The sentence beginning, “It is too late...” (257 bottom) is a big put down. Why?
144. What is it about a poem or story line that makes it reinforcing to the listener? 263
Chapter 9: The inside story
145. How did gods originate? 270-27 1
146. “God bless you” refers to what belief? 271
147. Why is the construction of an Inner Man not an adequate solution to explaining behavior?
272-273
148. What error is inherent i the statement that “metal can be hammered into shape because it is
malleable...”? 276. How is this parallel to the statement about the “intelligent student”?
149. What role do the intervening variables seem to fill? 277-280
150. How is the term “nervous” metaphorical? 281. You may notice that it is commonly used as
an explanation for behavior (“he did poorly on the test because he was nervous”) or as a
descriptor.
151. What is the contribution of a behavioral analysis to the study of the nervous system? 283
152. Why does Skinner call drugs environmental variables? 283
153. What is missing from rule-governed behavior either in man or machines?
291. Why is the machine resented?
154. What does Skinner mean by, “The outside story must be told first.” 295
Beyond Freedom and Dignity
Chapter 1: A technology of behavior
1.
Why will physics, biology, chemistry and engineeringfl2t solve the massive problems our
world faces? What is needed?
2.
What did the Greek psychology at the time of Aristotle consist of? 11
3.
What is Skinner’s objection to mentalism? 12. Is this legitimate?
bailey@psy.fsu.edu
4.
5.
6.
7.
The example at the bottom of 12 is a good case of a description becoming a cause.
“Because I felt like going” is a simple transition from “I feel like going” which may be an
accurate description but is certainly no replacement for a description of the conditions
under which behavior occurs. Come up with a couple of more examples from everyday
language.
What role does autonomous man play in explaining behavior? 15
What are the major issues concerning autonomous man in the light of a scientific analysis
of behavior? 19-22. Describe each and what the prescientific view, is.
How does Skinner justify use of mentalistic terms? What does he mean in saying that
“translations are not out of reach”? 24
Chapter 2: Freedom
8.
How is “intention” defined? 28. What maintains the use of aversive control? Give an
example not from the book.
9.
What are the natural side effects of aversive control?
10.
How are vandalism and rioting accounted for? Give a behavioral analysis. 29
12.
How is “freedom” defined? 32. Does this match your usage of the term?
13.
Skinner makes a subtle point about cultures which have practices involving positive
reinforcement with deferred aversive consequences. Explain how this can happen and give
examples. 33
14.
From what source does counter control in this case originate? 36
15.
What are two schedules of reinforcement which may have deferred aversive consequences?
Explain and give examples. 34-35
16.
The paragraph beginning, “It is difficult to deal effectively...” states an obvious paradox.
35. What is it?
1 7. Why has the literature of freedom been unsuccessful in dealing with techniques of control
that do not involve escape or attack? 36-37
18.
Give three examples of positive control which do not generate escape or avoidance. 38-39
19.
A key issue in the problem of defining freedom seems to be in whether the citizens revolt or
not. Skinner argues that this notion is unsatisfactory. How does the observation, “‘It is
better to be a conscious slave than a happy one.” make this point? Translate it into a
statement about freedom. 39.
20.
How does skinner now define freedom? 41 Again, does this match your usage?
Chapter 3: Dignity
21.
What constitutes a threat to a person’s dignity? 44-45. Describe and give examples.
22.
How are the visibility of the causes of behavior a related issue? 45
23.
What is a by-product of a system of giving credit based on the obviousness of the
controlling conditions? 49-50. Give some examples.
24.
What happens when credit must be given to others? 50
25.
What does husbandry have to do with the amount of reinforcement or punishment used to
control behavior? 51-52. Give examples.
26.
Skinner “translates” many terms into a behavior, e.g. “infatuates” (46), “knowing” (48), and
“admiration” (53). How is this latter term used? What point is Skinner making? 53-54
27.
What does the statement that “freedom usually wins out over dignity” refer to? 57
Chapter 4: Punishment
28.
How does Skinner define punishment? How is this distinguished from aversive control?
Why the distinction? 61
29.
On what grounds does Skinner argue that punishment is not the opposite of reinforcement?
30.
What are some side-effects of punishment? 62-64
31.
How are environments constructed to help others solve the problems of punishment? 64-66
bailey@psy.fsu.edu
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
Note the reference to rule-following behavior. 68-69. How does he relate this to punishment
contingencies?
How is “goodness” ascribed? 70
Goodness and dignity can be maintained only if the opportunity to engage in evil behavior
is available. Explain Skinner’s analysis. 71
How is internalized control related to freedom? 71
How is the question of responsibility related to the use of punishment? 72
The paragraph beginning, “The assertion that...” 72 states a clear paradox. What is it? 72-73
Skinner seems to suggest that alcoholism is a medical problem. To what extent may it be
seen as a behavioral problem?
What is Skinner’s analysis of delinquency in general stealing in particular? 74
Skinner argues that the issue of responsibility is really one of controllability. What does this
mean? 75
A logical consequence of Skinner’s analysis of responsibility is that it quickly is transferred
to the potential controller. Explain and give an example. 76
Chapter 5: Alternatives to Punishment
42.
What is meant by permissiveness and what problem does it present? 83-84
43.
Midwifing is a method of control where the subject still can receive credit for her own
behavior. How does this work and what is Skinner’s objection to it? 85-87
44.
What argument does Skinner present against a world in which a man’s behavior is
controlled by things? 90
45.
To become self-reliant is not to become free. Why? 91
46.
How do the terms “urge” and “persuade” differ in their implications of control? 92-93
47.
What are “faith” and “confidence” in Skinner’s view? 93
48.
Why are those who are opposed to controlling behavior so agreeable to controlling minds?
91-96
49.
Advocating “reason” as a method of changing minds overlooks what? 95-96
50.
What does, “gut there are behavioral processes to be taken into account”
99 refer to? Explain.
51.
Why is the issue of counter control so critical? 99
Chapter 6: Values
52.
The concept of autonomous man has a practical disadvantage. What is it? What is a more
practical solution? 101
53.
How does Skinner argue that most scientists have nothing to say about values while
behavioral scientists do? 102-103
54.
How is value judgment translated into behavioral terms? 103-104
55.
What are “good things” and “bad things”? 104-105
56.
Skinner believes “feelinas” are real (105) but makes tow important points about the
difference between eternal and internal feelings. What are these?
57.
Why is it that “the language of emotion” is not precise? 106 Does it have to be? When a
person describes their feelings is precision necessary?
58.
Why are reinforcers reinforcing? 107
59.
Discuss Skinner’s concept of “intentional” behavior. 108-109
60.
How are the terms “good” and “right” different? 109. How about “bad” and “wrong”?
61.
Which terms have ethical overtones! 109
62.
What does “all conditioned reinforcers derive their power from personal
reinforcers” mean? 110
63.
Skinner sees an obvious case for misuse of reinforcers. Explain. 111
64.
What is the “intention” of praise, honor statutes, badges, etc. in celebration of a hero? 111
65.
Explain the moth analogy. 111
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66.
67.
68.
69.
70.
71.
72.
73.
74.
75.
What is Skinner referring to when he says that fairness and justice are a matter of good
husbandry? 112.
In what sense is “ought” a value judgment? 112
How is the expression, “you should tell the truth” a value judgment? 112
Explain Skinner’s analysis of “norm”. Why is he so down on autonomous man on this
particular issue? 113-115.
Why is it necessary to have a rule that construction workers must wear a hard hat? 115.
Discuss natural vs unnatural reinforcers.
When does one begin to rebel against contingencies? What other contingencies take over?
117-118
What is Skinner’s analysis of Masiow’s “valuelesness”? 118
Note that Skinner does not approve of the “common proposal” for strengthening controls.
118-119
What point is made by the example of “banking a fire”? 121-122
What does Skinner propose to replace the “common proposal” with? (see question #73)
Can you give some concrete examples?
Chapter 7: The evolution of a culture
76.
How does a culture perpetuate itself? 128
77.
What is meant by, “contingencies necessarily change”? 128-129
78.
in what way are a culture and a species similar? 129
79.
How is origin different from survival value in a culture? 130
80.
“Cultural evolution is Lamarkian”. Explain and give examples. 130-131
81.
Anthropologists rarely study the contingencies maintaining a practice. Why? What do they
study instead? 131
82.
What form of “competition” do cultures engage in? 133
83.
What practice is essential if a culture is to survive? 135
84.
Paraphrase the sentence beginning, “The individual is not ...“. 136
85.
According to what are cultures to be judged? By whom? Why would many people
obviously disagree with this? 136
86.
How does Skinner propose that the question, “Why should I be concerned but the survival
of a particular kind of economic system? 137
87.
Skinner argues against structure and development as explanations of the evolution of
cultures. Why 138-140
88.
What is a major drawback to pure developmentalism? 141
89.
How doe Skinner attack “becoming”? 141
90.
On what grounds does Skinner argue against the notion of “mature cultures”? 141-142
91.
Paraphrase the paragraph beginning, “But this does not mean...” 143
Chapter 8: The design of a culture
92.
In what way would Skinner’s paraphrases of the young man who has changed lead to
effective ways of changing his behavior? 146-147. Give two examples.
93.
What three values (reinforcers) may be operating when someone devises a better way of
raising children? 150-151
94.
How are these levels important in the design of a culture? 151
95.
On 152-153 Skinner lists a number of characteristics he sees as essential to the survival of a
culture. “We do not need to predict...”. Would you add anything to his list? Do you agree
with his list?
96.
What is the difference between science and technology? 153
97.
In what way does the educational environment need to be changed? 156
98.
Skinner alludes to the “circumstances under which men and nations make war.” 157. What
are these conditions and how could they be changed? Would this be useful in Bosnia? With
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99.
100.
101.
102.
103.
104.
105.
106.
107.
108.
109.
110.
111.
112.
113.
114.
115.
116.
117.
lraq?
What does Skinner offer in place of accidental improvement in a culture?
162. How is this better?
Art and literature typically concern what? 163-164. What will replace it?
How does Skinner criticize Koestler’s view of behaviorism? 165-166
The example of the slave building a pyramid (168) relates to the question of misdirected
aggression (p.29). Explain.
What is meant by the “relation between controller and controlee is reciprocal”? 169
Intention is shown in a curious way in the example of the mother picking up her crying
baby. 170. Explain.
Counter control is missing in education. 171. Explain
Explain the sentence beginning, “Rules never generate behavior...” 172
Ethics and morals are concerned with what? 172-173
Why do we label certain activities as morally wrong? 174
What is a “moral culture”? 175. Give an example.
Skinner makes an implicit suggestion about how life in a city ghetto might be improved.
177. What is it?
How is “play” defined? 178
How are a zoo lion and a satiated lion in the field different? 178
What does it mean to say that, “When strong reinforcers are no longer effective, lesser
reinforcers take over.” 178
What is Skinner’s major objection to leisure? 179
Skinner does not come right out with a definition of leisure. See if you can deduce it. 177180
What do you think he is suggesting in the paragraph beginning, “Leisure is one of the great
challenges...”. 180
What does, “This could be a lethal cultural mutation” refer to” 181 do you agree?
Chapter 9: What is man?
118. What is “crude environmentalism”? 185
119. How is “abstraction” analyzed? 188-189
120. What is methodological behaviorism? 190
121. “Awareness” of one’s problems may help. How does this work? 192-193
122. How is the term “covert” useful in a behavioral analysis of thinking?
123. How does Skinner argue against the metaphor of storage? 195-197
124. What is the “self” in Skinner’s analysis? 199
125. When is “identity” a problem? 199
126. How does Skinner translate “man is being abolished”? 200
127. Using machine makes man more human. How 203
128. Another paradox is stated on 205-206. Man is a function of his environment--yet he
controls his environment. Can you see a way out?
129. What is Skinner’s evidence for current man’s behavior being a result of the environment he
has created? 207-208
130. What behavioral outcome did Skinner anticipate with this book? 212
131. What two other effects did he anticipate? 212
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